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Dottorato in Scienze Storiche, Archeologiche E Storico-Artistiche

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Dottorato in Scienze Storiche, Archeologiche E Storico-Artistiche DOTTORATO IN SCIENZE STORICHE, ARCHEOLOGICHE E STORICO-ARTISTICHE Coordinatore prof. Francesco Caglioti XXXI ciclo Dottorando: Gianmarco Salvati Tutor: prof. Valerio Petrarca; cotutor: prof. Alessandro Triulzi Tesi di dottorato: Le immagini del futuro dei giovani di Mekelle 2018 1 SOMMARIO INTRODUZIONE ....................................................................................................................... 4 Un quartiere, una ricerca .................................................................................................... 7 Teorie, metodi, strumenti ................................................................................................ 21 Struttura e contenuto della tesi ........................................................................................ 31 CAPITOLO I – RADICI STORICHE E CONTESTO CONTEMPORANEO ...................................... 34 1. Le prime fonti e il regno di Axum ................................................................................ 34 2. Il medioevo etiope ........................................................................................................ 37 3. Tewodros II, Menelik II ed i conflitti con l’Italia ...................................................... 40 4. L’epoca di Haile Selassie e l’occupazione fascista ..................................................... 44 5. Il Derg e i fronti di liberazione .................................................................................... 48 6. Il decentramento e la “democrazia etnicista” ............................................................ 51 7. Il Tigray e la città di Mekelle ....................................................................................... 57 CAPITOLO II – GIOVANI, FUTURO E IMMAGINAZIONE ......................................................... 62 1. Introduzione .................................................................................................................. 62 2. Definire la gioventù ...................................................................................................... 65 3. Obblighi sociali, doveri morali .................................................................................... 74 4. “I want to be my own boss” ......................................................................................... 85 5. “La conoscenza è saggezza”........................................................................................ 90 6. Conclusioni .................................................................................................................... 94 CAPITOLO III – ASTUZIA, INGANNI E CREATIVITÀ. REPERTORI CULTURALI PER LA MOBILITÀ SOCIALE .............................................................................................................................................. 96 1. Introduzione .................................................................................................................. 96 2 2. Saper essere “iwala” ..................................................................................................... 97 3. Storia di un Original Gangsta .................................................................................... 108 4. “The Wolf of Addis Abeba” ....................................................................................... 117 5. Mickey, il “borko” ...................................................................................................... 124 6. Conclusioni .................................................................................................................. 131 CAPITOLO IV – DIPENDENZA DA SOSTANZE E PERCORSI DI RIABILITAZIONE.................. 135 1. Introduzione ................................................................................................................ 135 2. “Eravamo ragazzi brillanti”. La dipendenza dal khat ............................................. 136 3. Immaginare futuri possibili attraverso il khat .......................................................... 146 4. “Dalle tenebre alla luce” ............................................................................................ 153 5. Conclusioni .................................................................................................................. 162 CAPITOLO V – “CANOVACCI” MIGRATORI. IMMAGINARI, PERCORSI E STRATEGIE DI MOBILITÀ. ........................................................................................................................................ 168 1. Introduzione ................................................................................................................ 168 2. Un’immagine onnipresente........................................................................................ 174 3. Questione di vita o di morte. “Wey n asa, wey n kassa”.......................................... 186 4. Conclusioni .................................................................................................................. 194 CONCLUSIONI ...................................................................................................................... 197 RIFERIMENTI ....................................................................................................................... 203 Bibliografia ...................................................................................................................... 203 Tesi di Laurea e di Dottorato ......................................................................................... 216 Report .............................................................................................................................. 217 Sitografia .......................................................................................................................... 217 3 INTRODUZIONE Espongo in questo testo i dati raccolti durante la mia ricerca di dottorato nel triennio 2015-2018, svolta nella città di Mekelle, capitale della Regione Federale del Tigray, nel nord dell’Etiopia. La ricerca si è svolta nell’ambito della Missione Etnologica Italiana in Tigray ed Etiopia (MEITE), diretta dal professor Pino Schirripa. A partire dal 2007, la MEITE ha compiuto diverse campagne di studio che hanno visto coinvolti, oltre al Direttore, diversi ricercatori e studenti che, come nel mio caso, hanno condotto le proprie indagini per la stesura delle tesi di laurea magistrale o del dottorato di ricerca. La folta presenza di colleghi che hanno lavorato su quello che è, a tutti gli effetti, un “terreno condiviso”, è stata di fondamentale importanza per la stesura di questa tesi. Il lettore troverà, infatti, collegamenti ai lavori di numerosi membri della MEITE, con i quali ho instaurato un vero e proprio dialogo. Durante il mio percorso di dottorato ho svolto 7 mesi di lavoro sul campo. Parte di questo lavoro si svolge in continuità e si basa su una mia precedente attività di ricerca, svolta presso il capoluogo tigrino per la durata di 5 mesi, a cavallo fra il 2013 e il 2014, i cui risultati sono stati raccolti nella mia tesi di laurea magistrale (Salvati, 2015). Al centro della mia indagine, come si evince dal titolo di questo contributo, ci sono le immagini – da intendere secondo la facoltà di immaginazione descritta da Arjun Appadurai (1996), di cui parlerò in dettaglio in seguito – che i giovani del capoluogo tigrino prendono in considerazione per il proprio avvenire. Parlare del futuro di questi giovani significa anzitutto parlare del loro presente, delle strategie che adottano, dei piani che hanno costruito per se stessi, degli obiettivi che vorrebbero realizzare e dei modi in cui riescono a sopperire alle difficoltà e agli ostacoli che di volta in volta si frappongono tra i miei giovani interlocutori e i loro desideri. A proposito della “categoria” di futuro, mi preme innanzitutto sottolineare l’adozione da parte mia di una prospettiva alla quale mi hanno fatto giungere diverse letture, il confronto con numerosi 4 colleghi e soprattutto la mia attività di ricerca sul campo: in larga parte delle etnografie di numerosi accademici la gioventù africana viene rappresentata come in una sorta di attesa passiva (Dhillon – Yousef, 2009; Singerman, 2007), di stallo e di immobilità (Mains, 2012). Nel caso dei giovani con i quali sono stato a contatto, invece, essi non trascorrono le loro esistenze semplicemente restando immobili ad aspettare che accada qualcosa o che il governo si prenda cura di loro. Con questo non voglio certo affermare che nel caso della gioventù di Mekelle ci si trovi al cospetto di una porzione di umanità particolarmente laboriosa (qualunque osservatore potrebbe notare con facilità la presenza costante di folti gruppi di giovani che passano intere giornate sedute ai tavoli dei bar e agli angoli delle strade) ma a ben vedere, anche in quei casi di “apparente immobilità” che continuano a contraddistinguere la vita di molti dei miei interlocutori, vengono costantemente messe in atto pratiche e tecniche che forniscono, in modo creativo, soluzioni alle sfide del vivere quotidiano. Sono quelle “youthscapes” di cui parlano Maira e Soep (2005) e Honwana (2014), che nel caso dei giovani da me studiati si rendono concrete come pratiche alternative di assistenza reciproca e di relazioni sociali tramite cui potersi garantire una forma di sussistenza, argomento posto al centro della mia indagine. Alcinda Honwana ha descritto in questo modo gli spazi creativi per l’azione dei giovani, quelli che, appunto, definisce youthscapes: Nevertheless, they are not just sitting and
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